Medical Educators as Curriculum Leaders - a CoP approach to Medical Education
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A presentation I put together to introduce Community of Practice theory at a workshop I led at ASME 2013 - Edinburgh
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Medical Educators as Curriculum Leaders - a CoP approach to Medical Education
- 1. Medical Educators as Curriculum Leaders A CoP approach to Medical Education ASME ASM 2013 Edinburgh – 12 July 2013http://www.flickr.com/photos/gom_cop/5350267624/
- 2. Rola Ajjawi- @r_ajjawi Senior Lecturer Medical Education Centre for Medical Education - Dundee Annalisa Manca - @annalisamanca Educational Technologist and PhD student University of Dundee Medical School Alisdair Smithies - @alismithies PhD student Centre for Medical Education - Dundee Suzanne Vaughan - @suzannevee Research, Evaluation and Development Lead UHSM Academy - Manchester WELCOME!
- 3. • Become familiar with Wenger’s Communities of Practice theory • Integrate CoP theory with educational practice • Use CoP theory in own academic practice, to inform management of professional group dynamics in collaborative curriculum delivery • Facilitate reflection about social learning/group dynamics in the medical education workplace • Identify and reflect on the dialogical aspects of learning and knowledge construction AIMS & OBJECTIVES http://www.flickr.com/photos/40148001@N03/7001427117/
- 5. ACTIVITY 5min Use the table we provided to list the groups you belong to. - How do they support your learning? - Do they have all the following features? 1) A shared interest 2) A community who interact and learn together 3) Shared resources developed by members http://www.flickr.com/photos/40148001@N03/6855852136/
- 6. Visually represent the group/s you belong to. http://www.flickr.com/photos/40148001@N03/6855852136/ ACTIVITY 10min
- 7. Jean Lave Etienne Wenger apprenticeship as a learning model “Term CoP was coined to refer to the community that acts as a living curriculum for the apprentice” http://www.flickr.com/photos/10451396@N00/337315801 HISTORY OF A THEORY OF LEARNING
- 8. Engagement in Social Practice http://www.sambradd.com/facilitation-resources-communities-of-practice/ 1) We are social beings 2) Knowledge is a matter of competences with respect to valued enterprises 3) The act of knowing is a matter of participating in the pursuit of these enterprises – engagement 4) Learning produces meaning – while experiencing and engaging with the world Wenger, 1998
- 9. http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-practice.pdf Wenger, 2012 Community Practice Domain of interest common enterprise, accountability, shared competence, commitment, collective learning joint activities, discussion, information sharing, mutual interaction, social learning, engagement developed together through activities repertoire of resources (experiences, tools, artefacts, concepts…)
- 10. LEGITIMATE PERIPHERAL PARTICIPATION Old-timers Mature practice Newcomers to Through: - Engagement - Interaction - Collaboration - learning of knowledgeable skills Periphery Social Practice Full Participation Situated Learning Boundary (flexible, dynamic)
- 11. Community of Practice – situated learning
- 12. participation learning practice Community of Practice – situated learning
- 14. LEARNING AS NEGOTIATION OF MEANING http://www.flickr.com/photos/gforsythe/7211160284/
- 17. Group discussion: - What can you draw out of what we have presented? - How would you use CoP principles to support your own teaching practice? http://www.flickr.com/photos/40148001@N03/6855852136/ ACTIVITY 30min
- 19. • Become familiar with Wenger’s Communities of Practice theory • Integrate CoP theory with educational practice • Use CoP theory in own academic practice, to inform management of professional group dynamics in collaborative curriculum delivery • Facilitate reflection about social learning/group dynamics in the medical education workplace • Identify and reflect on the dialogical aspects of learning and knowledge construction AIMS & OBJECTIVES http://www.flickr.com/photos/40148001@N03/7001427117/
- 21. REFERENCES • Communities of practice Learning, meaning, and identity Etienne Wenger Cambridge University Press 1998 • Situated learning Legitimate peripheral participation Jean Lave and Etienne Wenger Cambridge University Press 1991 • Communities of Practice A brief Introduction Etienne Wenger http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of- practice.pdf • Learning to Learn http://labspace.open.ac.uk/mod/resource/view.php?id=456354
Hinweis der Redaktion
- People who used CoP in their practice beforePeople who know a bit of CoPPeople who know that CoP is a theoryPeople who never heard about it before
- The next activity is a good opportunity for you to reflect on how the groups in your life influence your learning and studying. By doing this you are also evaluating the relevance and usefulness of communities of practice as a theory.Lave and Wenger suggest that being a member of a group is a key part of learning in general.In the first column, list the groups that you belong to. In the second column, comment on how these groups support your learning. For example, you might say that your family members have done household chores to give you time to come here to ASME...
- The practice of a community is dynamic – this means that learning happens for everyone, experts and newcomers.learning as social participation
- It is a theory of learning starting with the assumption that – engagement in social practice is the fundamental process by which we learn and so we become who we are.Learning is a process of social participationWe are social beingsKnowledge is a matter of competences with respect to valued enterprisesThe act of knowing is a matter of participating in the pursuit of these enterprises – engagementLearning produces meaning – while experiencing and engaging with the world
- living repository of knowledge -> living process / no static body of infoCommunities develop their practice together through varied activitiesmembers of the community are practitioners
- this is a way to look at it over simplifying but gets you to understand how learning happens for newcomers and oldcomerskey things is learning through collaboration, interaction, engaging“Legitimate peripheral participation” provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artefacts, and communities of knowledge and practice. A person’s intentions to learn are engaged and the meaning of learning is configured through the process of becoming a full participant in a socio-cultural practice. This social process, includes, indeed it subsumes, the learning of knowledgeable skills. (Lave and Wenger 1991: 29)“LPP is more than just a process of learning on the part of newcomers. it is a reciprocal relation between person and practice” p116the move towards full participation is dynamic, the practice is in motion.situated learning activity has been transformed into legitimate peripheral participation in CoP…. participants shift location centripetally towards a field of more mature practice… through practice!learning is not merely situated in practice but integral part of a social practice (historical, cognitive, social…)Legitimate peripheral participation – not a learning theory but a way to understand learningConcerns the process by which newcomers become part of a CoP“LPP is proposed as a Descriptor of engagement in social practice that entails learning as a social constituent” p 35peripheral suggests that there are different ways to be located in the fields of participation defined by a community – all located in the social world – location and perspective is dynamic – part of learning trajectories, developing identitythere is no “periphery” or “centre” in a CoP p36 – FULL participation: term to do justice to the different forms of relations
- participation is a strong component of mededThis is a typical scene of a medical education learning environment – our students and ourselves participate in several, different communities of learning, in which we share resources, repertoires, tools, practices…Participate in joint activities and discussion, information sharing, mutual interaction and shared learningSo, if we think of a typical medical education teaching environment (eg clinical skills/ward round)we see a dynamic workplaceconstituted/influenced byparticipantsrulesrelationshipssocial environmentculturepowergenderlearning happens through these interrelations, where knowledge is transferred, meaning is negotiated – dynamics are embedded in the environmentsituated learning
- Participation has impact on learning – learning has impact on practice – we make sense of learning through participation….How do we make sure that participation is valued by students and tutors as real learning “in action”? (learning is never a static, finished thing) How can we support participation in a community of learning?management, support, access to resources, workload, psycho-social environment, feedback, assessment, team work, interpretation of meaningWe must consider all the affordances and constraints to learning, how to make the opportunities for learning accessible and usable by students and make sure that learning is embodied by students in their practice.
- http://www.flickr.com/photos/will-lion/2645808133